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Best Practices in EsP

1) The Malabago Elementary School ESP teachers developed best practices for teaching values education remotely during the pandemic, including organizing self-learning module distribution, using blended learning strategies, and leveraging information and communication technologies. 2) The practices aimed to strengthen DepEd core values and promote values education through differentiated instruction, localized learning materials, and quarterly bulletin board updates. 3) Implementing these practices resulted in positive student achievement and satisfaction according to impact assessments despite the challenges of remote learning.

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Julie Bruan
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1K views3 pages

Best Practices in EsP

1) The Malabago Elementary School ESP teachers developed best practices for teaching values education remotely during the pandemic, including organizing self-learning module distribution, using blended learning strategies, and leveraging information and communication technologies. 2) The practices aimed to strengthen DepEd core values and promote values education through differentiated instruction, localized learning materials, and quarterly bulletin board updates. 3) Implementing these practices resulted in positive student achievement and satisfaction according to impact assessments despite the challenges of remote learning.

Uploaded by

Julie Bruan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

Department of Education
REGION I
SCHOOLS DIVISION OFFICE I PANGASINAN
MALABAGO ELEMENTARY SCHOOL
MALABAGO, CALASIAO, PANGASINAN

BEST PRACTICE IN EsP


I. RATIONALE:

Values education as a subject and part of K to 12 Curriculum serves as guide and shape
the young people to make decisions and act responsibly towards the common good. There are
four core values that are cultivated in Edukasyon sa Pagpapakatao: 1. Maka-Diyos, 2. Makatao,
3. Makakalikasan, and 4. Makabansa.

As a subject, it has made so much impact in terms of values transmission.


Berkowitz in 2011 has presented in his studies that there are sets of “trainable” teaching
practices that works well in teaching values. These strategies are mostly being employed by
teachers inside the classroom and other school authority figures in the school environment.
Strategies mentioned are peer interactive strategies, role-modeling and mentoring,
service to others, school-wide character focus, developmental discipline and teaching about
character. Values Education has substantive aspect of learning that is focused on the human
person. Learning as a formative process should be provided with effective strategies in order for
learners to acquire the values being taught by the teachers. As the saying goes “Values are
caught not taught”, it is not only the content being taught but on how teachers become role
models to their learners in living the values they are teaching and providing rich
human interaction where they can see and apply the values being taught. Their interaction with
other students and peers also provides meaningful experiences that can also lead to learning
values. But now that we are in the new normal where face-to-face interaction is not permitted,
it poses challenge on how to find ways to make teaching Values Education effective.

In line with this, the ESP teachers of Malabago Elementary School presents its Best
Practices in teaching ESP during the school year2023-2024 with an aim of strengthening
DepEd’s core values and promote values education in the whole school community.
Now that we are in the new normal, the best practices of ESP teachers reflect their
commitment to the delivery of quality, accessible, relevant, and liberating Philippine
basic education services anchored on the Sulong Edukalidad framework, and produced
holistic learners despite the challenge of pandemic.

I. BEST PRACTICES

A. Organized SLM Distribution Last school year there was a pandemic, the school
offered modular and blended learning. The school supported by the division office has provided
learners with the appropriate self-learning modules that could help them during school year.
One of the responsibilities of the ESP teachers is to manage the inventories of SLMs and aid the
advisers in distributing SLMs every week. (See attached report on SLMs Inventory)

B. Blended Learning Strategies Online learning may not be possible for all the
learners, especially those who came from the struggling who barely managed to get by. The
alternative to teacher-student interaction is choosing a learning modality that will
accommodate the needs of learners, including those who do not have the means for online
learning. The school has offered blended learning to cater learners who can attend
online classes and provided modular learners with learning kits that includes printed
self-learning modules which are self-contained and provided learning activities that
they can accomplish with a given schedule and time. Online sessions are not
mandatory, since most learners do not have access to internet. But the teachers see to it that
they are able to make use of appropriate strategies in handling their online synchronous
sessions with learners.

C. Positive use of ICT in the teaching-learning process As part of the continuing


education in time of pandemic, school institutions were faced with significant challenges
in adapting to online teaching, and on how they can accomplish the learning tasks for the
week. They can access the materials in their own time and for better understanding of the
topic, they can review the video lessons uploaded. The asynchronous activities aim to foster
collaboration and cooperation even when they are at the comforts of their homes. These
activities are online and readily available in our Facebook group and they can access it anytime,
anywhere. This will help them to collaborate and at the same time work independently at their
own pace. Positive use of ICT in the teaching-learning process As part of the continuing
education in time of pandemic, school institutions were faced with significant challenges
in adapting to online teaching, and 2021-2022 B.P. - Page 6 of 24
D. Making use of differentiated instruction and considering multiple
intelligence in assigning performance task. Differentiated instruction allowed the learners to
actively practice what they’ve learned from the subject. The teachers designed learning
activities and learning tasks based on their abilities and interest. Example, using of Art therapy
in the learning process in order to bring out the best in each learner, by sharing their feelings
through art in the lessons.

E. Use of contextualized and localized learning materials The ESP teachers crafted
and used contextualized and localized learning materials to fit the needs of the learners. These
materials were accompanied by appropriate assessment tools to gauge learning outcomes

F. Quarterly Updating of ESP Bulletin Board Bulletin boards can be used to prompt
the students' memory of previously covered material. It also conveys information about
the department and encourage participation among learners to whatever activity is
scheduled for the quarter. Bulletin boards impart information and facilitate communication to
all the stakeholder that is why the teachers has been responsible in updating the bulletin
board every quarter.

III. IMPACT.

The best practices for developing ESP course materials include the integration of
authentic materials to enhance students' knowledge and motivation. A hybrid didactic
approach, combining Blended Learning, Flipped Classroom, and Project Based Learning, has
shown positive results in terms of student achievement and satisfaction. The transition from
general academic English to ESP can be facilitated by equipping students with language and
genre-analysis skills specific to their chosen disciplines. ESP courses should be designed based
on learners' needs, objectives, content selection, teaching methods, and assessment.
Additionally, needs analysis is crucial in developing curriculum for ESP courses, and the use of
modern technologies can enhance the teaching and learning experience.

Prepared by: Noted:

KARREN S. JOVES ROLANDO E. MAYNIGO


EsP Focal Person Head Teacher III

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